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Definition of Taxonomy
Benjamin Samuel Bloom
History of Bloom's Taxonomy
Three Domains
Six Levels of Cognitive Domain
Appropriate Verbs
Products and Model Questions
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
TNTEU - BEd New Syllabus - Semester 1 - BD1MA - Pedagogy of Mathematics - Unit I - Aims and Objectives of Teaching Mathematics - Anderson - Cognitive Domain
Kicking and Screaming Activating Critical Thinking - Course Technology Computing Conference
Presenter: Heidi Helgren & Bruce Kemmer, Delta College
Are your students struggling, refusing, or reluctant to use their critical thinking skills? Are you sick of hearing "what's on the test?" or "Do I really need to know this?" Learn from Heidi and Bruce as they discuss engaging students utilizing case studies from their Cengage textbooks and current event examples in both face-to-face or online formats. Case studies can take the pressure off the instructor and force students to think about concepts differently. See how we work critical thinking skills into a variety of business topics including business law, human resources, management, and introduction to business.
Design Your Way to Product/Market Fit by Christina Wodtke - The Lean Startup ...Lean Startup Co.
Finding product/market fit is the key to success for new ventures. But it's often elusive, and understanding the needs and desires of your potential customers is harder than many of us expect. Christina Wodtke, of Wodtke Consulting, shares design techniques to help you glean meaningful insights about your target market.
Finding product/market fit is the key to success for new ventures. But it’s often elusive, and understanding the needs and desires of your potential customers is harder than many of us expect. Christina Wodtke, of Wodtke Consulting, shares design techniques to help you glean meaningful insights about your target market.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. • comes from the Greek word
“taxis=arrangement” and “nomos=science”
• Science of arrangements
• means 'a set of classification principles', or
'structure', and Domain simply means
'category'.
TAXONOMY
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3. - was a Jewish-American
educational psychologist.
Contributions:
1. Classification of Educational
Objectives
2. Theory of Mastery-Learning
(Feb. 1913 – Sep. 1999)
Who is BENJAMIN BLOOM?
BENJAMIN SAMUEL BLOOM
3
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4. THREE DOMAINS OF LEARNING
• Mental Skills (KNOWLEDGE)
Cognitive Domain
(Knowing/Head)
• Manual or physical skills (SKILLS)
Psychomotor Domain (Doing/Hand)
• Growth in feelings or emotional areas (ATTITUDE)
Affective Domain
(Feeling/Heart)
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6. Bloom’s Taxonomy of Objectives
in the Cognitive Domain
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
The Cognitive Domain
1956
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ORIGINAL TAXONOMY (1956) ---> REVISED TAXONOMY (2001)
• Knowledge
• Comprehension
• Analysis
• Application
• Synthesis
• Evaluation
Remember (I know)
Understand (I comprehend)
Apply (I can use it)
Analyze (I can be logical)
Evaluate (I can judge)
Create ( I can plan)
11. • REMEMBERING
- Recall previous learned information.
- Recalling relevant knowledge from long
term memory.
Bloom’s Revised Taxonomy
R
E
M
E
M
B
E
R
I
N
G
LOW
ORDER
THINKING
SKILLS
TO
HIGH
ORDER
THINKING
SKILLS 11
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12. • UNDERSTANDING
- Comprehending the meaning,
translation, interpolation, and interpretation
of instructions and problems. State a problem
in one's own words.
Bloom’s Revised Taxonomy
LOW
ORDER
THINKING
SKILLS
TO
HIGH
ORDER
THINKING
SKILLS
U
N
D
E
R
S
T
A
N
D
I
N
G
12
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13. • APPLYING
- Breaking the concept into parts and
understand how each part is related to one
another.
Bloom’s Revised Taxonomy
LOW
ORDER
THINKING
SKILLS
TO
HIGH
ORDER
THINKING
SKILLS
A
P
P
L
Y
I
N
G
13
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14. • ANALYZING
- Breaking the concept into parts and
understand how each part is related to one
another.
Bloom’s Revised Taxonomy
LOW
ORDER
THINKING
SKILLS
TO
HIGH
ORDER
THINKING
SKILLS
A
N
A
L
Y
Z
I
N
G
14
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15. • EVALUATING
- Making judgments based on a set of
guidelines and the value of ideas or
materials.
Bloom’s Revised Taxonomy
LOW
ORDER
THINKING
SKILLS
TO
HIGH
ORDER
THINKING
SKILLS
E
V
A
L
U
A
T
I
N
G
15
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16. • CREATING
- Builds a structure or pattern from
diverse elements. Put parts together to form
a whole, with emphasis on creating a new
meaning or structure.
- Putting information together in an
innovative way.
Bloom’s Revised Taxonomy
C
R
E
A
T
I
N
G
16
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20. PRODUCTS
Chart, model, worksheet, draw a
map, picture, demonstrate,
graphs
20
Cognitive Domain: REMEMBER
I KNOW
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21. 21
MODEL
QUESTIONS
• Who? Where? Which
One? What? How?
• What is the best one?
Why? How much?
When?
• What does it
mean?
INSTRUCTIONAL
STRATEGIES
• Highlighting
• Rehearsal
• Memorizing
• Mnemonics
Cognitive Domain: REMEMBER
I KNOW
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23. PRODUCTS
Chart, model,
making a film
strip, worksheet,
draw a map,
picture,
demonstrate,
timeline, diorama,
game, report,
diagram
Cognitive Domain: UNDERSTAND
23
I comprehend
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24. 24
MODEL QUESTIONS
• State in your own words.
Which are facts?
• What does this mean? Is
this the same as. . .?
Give an example.
• Select the best
definition.
• State in one word . . .
Explain what is
happening.
INSTRUCTIONAL
STRATEGIES
• Key examples
• Emphasize
connections
• Elaborate concepts
• Summarize
Cognitive Domain: UNDERSTAND
I comprehend
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25. Cognitive Domain: APPLY
25
APPROPRIATE
VERBS
Apply, choose, practice,
solve, illustrate, conduct,
classify, employ,
dramatize, explain,
generalize, judge,
organize, paint, prepare,
produce, select, show,
sketch, solve, use,
construct, investigate,
restructure, manipulate
I can use it
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27. 27
MODEL QUESTIONS
• Predict what would happen
if… Choose the best
statements that apply…
• Judge the effects…
• What would result…
• Tell what would happen…
• Tell how, when, where, why
Tell how much change
there would be…
• Identify the results of…
INSTRUCTIONAL
STRATEGIES
• Modeling
• Cognitive
apprenticeships
“Mindful” practice – NOT
just a “routine” practice
• Part and whole
sequencing
• Authentic situations
“Coached” practice Case
studies Simulations
Algorithms
Cognitive Domain: APPLY
I can use it
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28. Cognitive Domain: ANALYZE
28
APPROPRIATE VERBS
• Analyze, categorize, classify,
compare, differentiate,
question, distinguish, identify,
• Infer, point out, select,
subdivide, survey, contrast,
categorize, debate, examine,
deduce
I can be logical
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29. PRODUCTS
Graph, survey, family tree, timeline,
questionnaire, commercial,
diagram, chart, report, fact file
29
Cognitive Domain: ANALYZE
I can be logical
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30. 30
MODEL QUESTIONS
• What is the function of . . .?
What's fact? Opinion? What
assumptions. . .?
• What statement is relevant?
What motive is there?
• Related to, extraneous to, not
applicable.
• What conclusions?
• What does the author
believe? What does the
author assume?
• Make a distinction.
INSTRUCTIONAL
STRATEGIES
• Models of thinking
• Challenging
assumptions
• Retrospective analysis
• Reflection through
journaling Debates
• Discussions and other
collaborating learning
activities Decision-
making situations
Cognitive Domain: ANALYZE
I can be logical
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32. PRODUCTS
Self evaluation, survey, editorial,
experiment, panel evaluation,
recommendation, conclusion,
court trial, essay, letter
32
Cognitive Domain: EVALUATE
I can judge
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MODEL QUESTIONS
• What fallacies,
consistencies,
inconsistencies appear?
• Which is more
important, moral, better,
logical, valid,
appropriate?
• Find the errors.
INSTRUCTIONAL
STRATEGIES
• Challenging
assumptions
• Journaling
• Debates
• Discussions and
other collaborating
learning activities
Decision-making
situations
Cognitive Domain: EVALUATE
I can judge
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34. Cognitive Domain: CREATE
34
APPROPRIATE VERBS
• Choose, combine, compose, construct, create,
design, manage, develop, do, improve, formulate,
hypothesize, invent, make up, originate, organize,
plan, imagine, produce, role play, tell
I can plan
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35. PRODUCTS
Story, poem, play, radio show, puppet show, news
article, invention, dance, mural, comic strip,
recipe, pantomime, travelogue
35
Cognitive Domain: CREATE
I can plan
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36. 36
MODEL
QUESTIONS
• How would you test…?
• Propose an alternative.
• Solve the following.
• How else would you...?
• State a rule.
INSTRUCTIONAL
STRATEGIES
• Modeling
• Challenging assumptions
Reflection through
journaling Debates
• Discussions and other
• collaborating learning
activities
• Design
• Decision-making
situations
Cognitive Domain: CREATE
I can plan
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HOW CAN WE DEVELOP THE
HABIT OF ASKING HIGHER-
ORDER QUESTIONS?
1. Avoid literal-level questions in favor of those
requiring higher-order thinking.
2. Use questions requiring higher-order thinking.
3. Classify questions according to the kinds of
thinking required for students to respond.
– Use Bloom’s Taxonomy of Thinking
– Teachers should make sure their questions can be
classified as APPLICATION, ANALYSIS, SYNTHESIS
and/or EVALUATION.
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39. HOW CAN WE DEVELOP THE
HABIT OF ASKING HIGHER-
ORDER QUESTIONS?
39
4. Use verbs associated with higher-order
thinking tasks.
- verbs representing cognitive tasks in
Bloom’s Taxonomy
5. Consider the learning products associated
with higher-order thinking tasks.
- Task Oriented Question Construction Wheel
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40. EFFECTIVE QUESTIONING
TECHNIQUES
1. Pose the question first before asking a student
to respond.
2. Allow plenty of “think time” by waiting at least
7-10 seconds before expecting the student to
respond.
3. Make sure you give all students the opportunity
to respond rather than relying on volunteers.
4. Hold students accountable by expecting,
requiring, and facilitating their participation and
contributions.
5. Establish a safe atmosphere for risk
taking by guiding students. 40
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